Michelle Strowd
Beginning Reading


"Uuuuuuuggghhh That Hurts"


Rationale: Children should be able to blend the sounds of letters together in order to spell and read words.† Besides correspondences, phonics instruction should develop blending ability. Blending means smoothly joining phonemes to come up with a pronunciation close enough to a word to access the word. This lesson is designed to help children learn to blend the sounds and letters together in order to pronounce familiar and unfamiliar words. This lesson specifically helps children blend consonant sounds with the /u/ sound.

Materials: Large cards with illustrated words on one side. A large slide on a playground with a pocket at the bottom that can hold a consonant. Color-coded letter cards- consonants are blue and vowels are red. Small slides and color-coded cards for each of the students to use individually. The teacher must also have grammar paper, pencils, and a large version of the book Bud and the Sub.

Procedures: 1. Introduce the lesson by asking, "Can anyone give me an example of a consonant? Okay, good! Now, can anyone give me the sound of a vowel? Wonderful!" For this particular lesson, the phoneme of the week is u=/u/.† "Today we are going to take some consonants and the vowel sound /u/ and blend them together to make new words. Remember that blending is when we put together the sounds of letters to make words. Does everyone remember the mouth move we make when we say /u/?" The teacher will now model the mouth move and stretch out the sound /uuuuuuu/. "Very good, remember that the /u/ sound is like the sound we make when we are punched in the stomach." †

2. Tell students, "Ok, now we are going to play a word creation game. One day while out at recess, /k/ was swinging on a swing and asked /u/ if he wanted to go play with her on the slide. /u/ said, 'no, Iím kind of scared of that big and high slide. /k/ told /u/ that she would be glad to slide down with him. Suddenly /p/ joined in the conversation and said, 'I want to play; let me catch you guys at the bottom of the slide!" The teacher is to use the large letter cards to join the letters 'c' and 'u' and place 'p' at the bottom of the slide. "So 'c' and 'u' went up the steps together".

3. After placing the letters together, the teacher will ask the students to make the /kuuuu/ sound as the letters climb up the slide. As the letters take each step, have the students say, "cu, cu, cu" .

4. Have the 'p' card waiting in a pocket at the bottom of the slide. When 'cu' reaches the top, the teacher will have the letters say, "wow, it's really high up here. Ok, let's slide down !" Finally, 'c'í slides down together saying "cu,u,u,u,u,u," until they bump into /p/ forming the word 'cup'.

5. After modeling the first example, the teacher will ask the students to use their own letter cards and slides to participate in the word creation game. Repeat the same demonstration with the words: tub, hut, bug, fun, and sun.

6. Read Bud and the Sub and talk about the story. Read it again, and randomly call on students to decode certain words throughout the text. The teacher must have a very large version of the book in order to have all students participate.

7. For assessment pass out sheets that have 5 lines that are numbered. The teacher will slowly and clearly make the sounds of each phoneme of a word while demonstrating obvious mouth moves as well. The students are to listen closely and carefully watch the mouth moves. On each line the students are to write the words they hear the teacher sounding out.

Reference:
http://www.auburn.edu/rdggenie/insights/gatlingbr.html

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